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In this paper, I examine an implementation of  gracious space  and its influence on student learning.  Gracious space  is a facilitation model for group meaning-making that promotes vulnerability and connectedness, “a spirit and a setting where we invite the ‘stranger’ and embrace ‘learning in public’”. The course in which  gracious space  was implemented was an undergraduate writing-intensive sociology seminar on arts-based research methods offered through the university’s honours college. Drawing from students’ reflections at the end of the semester, I examine how the students’ impressions of  gracious spac e speak to community development, vulnerability, taking learning risks, and socio-emotional awareness. The final discussion bridges the analysis to critical conversations about the importance of creating learning environments that increase dialogue and connection among diverse bodies, promote community-building, inclusion, and equitable learning opportunities.

Gracious space: developing community, taking risks, and expanding socio-emotional awareness in the classroom